Syracuse City School District
Elementary Science
Kindergarten
Living Environment
Essential Question: How can you recognize living things?
Benchmark
Declarative Knowledge:
Procedural Knowledge:
To Know
To Do
I.1
* Animals and plants
* Identify and classify
need air, water and food
common animals
to live and thrive
* Identify and classify
* Non-living things
common plants
human-created or
* Care for classroom
naturally occurring
plants
* Non-living things do not * Sort seeds
live and thrive
* Observe plant growth
* Classify and sort
classroom objects as
living/non-living
I.2
* All living things grow,
consume nutrients,
breathe, reproduce,
eliminate waste, and die
Vocabulary
air
water
food
light
nutrients
name common animals
seeds
* Create growth charts of
children
* Create growth charts of
plants
* Share stories about plant
and animal growth
Use of Knowledge
* Compare
* Classify
* Introduction
* Observation
Assessment
Timeline
* Group work and
discussion
* Teacher
observation
(of classifying and
sorting of
plants/animals)
* Draw a picture of a
living and nonliving thing –
explain the
difference
3-5 Weeks
(On going)
Syracuse City School District
Elementary Science
Kindergarten
Essential Question: How is one generation similar to the previous or the following generation?
Benchmark
II.1
II.2
Declarative Knowledge:
To Know
* Identify traits of living
things (e.g., color of
flower and number of
limbs)
* Characteristics from
individual’s interaction
with the environment
(e.g., scars)
Procedural Knowledge:
To Do
* Identify and classify
common animals
* Identify body coverings
* Observe and describe
similarities and differences
on plants and animals
* Describe the effect the
environment has on use
plants and animals
* Plants and animals
resemble parents
* Match adult and baby
animals
* Identify body parts and
explain how they are similar
or different from others in
family
* Identify and label basic plant
parts
* Recognize that seeds sprout
and grow into plants similar
to their parents
* Match leaves
* Match flowers
Vocabulary
common pets
common farm animals
common zoo animals
fur
scales
feathers
spines
shells
trees
grass
sprout
roots
stem
leaves
flowers
Use of Knowledge
* Compare
* Classify
* Introduction
* Observation
Assessment
Timeline
* Group work and
discussion of
similarities and
differences in plant
and family
characteristics
* Teacher
observation
of matching
activities
2-4 Weeks
Syracuse City School District
Elementary Science
Kindergarten
Essential Question: How do living things adapt to survive in their environment?
Benchmark
III.1
Declarative Knowledge:
To Know
* Different structures that
serve different functions in
growth, survival, and
reproduction
* Different structures that
serve different functions in
growth, survival, and
reproduction
Vocabulary
trunk
crawl
swim
scales
legs
antenna
fur
shells
claws
tail
nose
legs
neck
chest
flowers
insect
stem
leaves
fly
wings
fins
mouth
feathers
spines
beak
eyes
feet
teeth
fingers
roots
seeds
mammal
Procedural Knowledge:
To Do
* Demonstrate and name how
animals move
* Describe animal body
coverings of different living
things
* Identify and name body
parts (fish, birds, mammals,
insects)
* Match body parts to
functions
* Identify and name parts of
plants
* Match survival
characteristics of plants
Use of Knowledge
* Comparing
* Classifying
* Observing
Assessment
* Group work and
discussion
* Teacher observation
* Explanation of what
in the environment
affects life and
survival of living
things
* Draw picture clusters
or color like or
needed survival
objects (i.e., coat in
winter, fur for bear)
Timeline
2-4 Weeks
Syracuse City School District
Elementary Science
Kindergarten
Essential Question: What sustains the continuity of life?
Benchmark
Declarative Knowledge:
Procedural Knowledge:
To Know
To Do
IV.1
* Each kind of plant and
* Observe the growth of plants
animal goes through its
* Identify and name seeds,
own stages of growth and
sprouts, stem, leaves, flower
development
* Observe the growth of people
* Some plants grow from
and animals
seed to mature plant
* Tell seed stories
* “Life span” is the length * Hear and respond to the term
of time from beginning
“life span” as length of time
of development to death
from beginning of
* “Life cycle” describes
development to death
the complete sequence of * Create growth charts
changes in form from
* Observe and chart growth
young to adult
and development of living
things
* Hear and respond to the term
“life cycle”
IV.2
* Growth is the process by * Understand that growth is
which plants and animals
changing sizes
increase in size
* Name basic requirements for
* Food supplies the energy
plant growth
necessary for growth and * Demonstrate and name how
repair
animals move
Vocabulary
* Growth charts
life span
life cycle
adult
growth
height – short, tall
width – thin, fat
insect
Use of Knowledge
* Comparing
* Classifying
* Induction
* Observation
Assessment
* Group work and
discussion
* Teacher
observation
Timeline
On going
On going
Syracuse City School District
Elementary Science
Kindergarten
Essential Question: What sustains the continuity of life?
Benchmark
Declarative Knowledge:
Procedural Knowledge:
To Know
To Do
IV.1
* Plant and animal stages
* Observe and chart the growth
of growth and
of plants
development
* Identify and name seeds,
* Plant growth from seed
sprouts, stem, leaves, flower
to mature plant
* Observe and describe the
* “Life span” is the length
growth of people and animals
of time from beginning
* Tell seed stories
of development to death
* Hear and respond to the term
* “Life cycle” describes
“life span” as length of time
the complete sequence of
from beginning of
changes in form from
development to death
young to adult
* Create growth charts
* Observe and chart growth
and development of living
things
* Hear and respond to the term
“life cycle”
IV.2
* Growth is the process by * Draw a picture demonstrating
which plants and animals
that growth as changing sizes
increase in size
* Identify basic requirements
* Food supplies the energy
for plant growth
necessary for growth and * Demonstrate and name how
repair
animals move
Vocabulary
life span
tall
life cycle
tallest
growth
thin (er, est)
short (est)
far (er, est)
height (short, tall) adult
Use of Knowledge
* Comparing
* Classifying
* Induction
* Observation
Assessment
* Group work and
discussion
* Teacher
observation
(student
explanations of
growth and what
sustains life)
* Growth charts
Timeline
O3-5
weeks
Syracuse City School District
Elementary Science
Kindergarten
Essential Question: How do plants and animals respond to their environment?
Benchmark
V.1
V.2
Declarative Knowledge:
To Know
* Living things grow, consume
nutrients, breathe, reproduce,
and eliminate waste
* Senses can provide essential
information to animals about
their environment
* Animal behaviors and
characteristics are influenced
by the environment (i.e., nest
building, hibernating,
hunting, migrating, and
communicating)
* Animals move from place to
place to meet needs
Vocabulary
nest
hibernate
hunting
migrating
sight
sound
taste
touch
smell
camouflage
Procedural Knowledge:
To Do
* Observe how living things
grow and explain
similarities/differences
* Feed classroom animals
and chart what you feed
them
* Identify the function of
eye, ear, most, taste buds,
fingers and skin
* Explain why some animals
move because of the
environment
* Explain why leaves tend to
grow toward light
* Explain why animals store
fat for winter
* Explain why animals need
thicker coats
* Explain why animals
resemble their environment
(camouflage)
Use of
Knowledge
* Comparing
* Classifying
* Inductive
reasoning
* Observation
Assessment
* Group work and
discussion
* Teacher
observation
* Teacher
observation
(description of
sensory functions
and protections in
the environment,
i.e., ear to hear
sirens, nose to
smell smoke)
* Explain
adaptations that
allow plants and
animals to grow
* Draw a picture
demonstrating how
your senses keep
you safe
Timeline
3-5 Weeks
Syracuse City School District
Elementary Science
Kindergarten
Essential Question: What is the relationship between plants, animals and their environment?
Benchmark
VI.1
Declarative Knowledge:
To Know
* Animals depend on
plants. Animals eat
plants and other animals
* Weather and seasons
affect plants and animals
Vocabulary
farm
barn
cow
sheep
horse
tree
trunk
branches
Procedural Knowledge:
Use of Knowledge
To Do
* Observation and
* Invention
classification of animals
eating plants, seeds, and
other animals
* Manipulate objects to
retell animal stories and
explain relationships
* Create models of the
interaction between
living things and their
environment
* Draw pictures comparing
effects of rain, sun and
snow with pictures
showing the same plants
or animals without rain,
sun or snow
Assessment
* Group work and
discussion
* Teacher
observation
* Drawings
* Explanations
Timeline
On going
Syracuse City School District
Elementary Science
Kindergarten
Essential Question: How have human decisions and activities been helpful or harmful to the environment?
Benchmark
VI.1
Declarative Knowledge:
Procedural Knowledge:
To Know
To Do
* All animals depend on
* Observation of animals
plants. Some animals eat
eating plants, seeds, and
plants for food and others
other animals
eat animals
* Manipulate objects to
retell animal stories
Vocabulary
* Walking field trips
farm
* Manipulate objects in
barn
sensory areas
cow
* Create models of the
sheep
interaction between
horse
living things
tree
trunk
branches
leaves
Use of Knowledge
*Invention
* Observation
Assessment
* Group work and
discussion
* Teacher
observation
Timeline
2-4 Weeks
Syracuse City School District
Elementary Science
Kindergarten
Essential Question: How have human decisions and activities been helpful or harmful to the environment?
Benchmark
VII.1
Declarative Knowledge:
To Know
* Humans depend on their
natural and constructed
environments
* Humans change the
environment in ways that
can be helpful and harmful
* Humans need a variety of
healthful foods exercise
and rest in order to grow
and maintain good health
* Discuss decisions they
make that affect their pet
or plant’s life
* Predict the effect of plant
or animal life with no sun
* Predict the effect of plant
and animal life with only
snow and winter
Vocabulary
Helpful
Harmful
Recycle
Paper
Plastic
metal
Procedural Knowledge:
To Do
* Discuss littering and its
effects
* Go on nature walk to
clean up the
environment
* Recycle lunch trays and
mild cartons
* Identify and classify
paper, plastic and
metals
* Categorize and sort
paper, plastic and metal
objects
* Identify and name
healthy foods
* Categorize foods
Use of Knowledge
*Problem solving
* Classify
*Compare
* Observe
Assessment
Timeline
* Group work and
discussion
* Teacher observation
(of recycling and
sorting/classifying
objects)
* Observe student
lunches and
excercise
2-4 Weeks
(On going)
Syracuse City School District
Elementary Science
Kindergarten
Physical Setting
Essential Question: How can the movement of the Earth and celestial bodies be observed and measured over time?
What impact does this have on daily life?
Benchmark
I.1
Declarative Knowledge:
To Know
* Weather changes from day
to day and through seasons
* Humans organize time into
days, months, years
* Sun provides light and heat
* Moon appears at night and
during the day
* The moon changes shape
* Stars are in sky
Vocabulary
weather
day
night
sun
moon
heat
stars
yesterday
today
tomorrow
clock
seasons
Procedural Knowledge:
To Do
* Observe outside plants and
animals in different
weather/seasons
* Observe and label the sun,
moon and stars
* Listen to stories and explain
effect of the sun, night/day,
etc.
* Keep classroom chart of
monthly phases of the
moon, hours of daylight,
hours of sun/clouds, etc.
* Draw the movement of
sun/moon rising on right
(east) and setting on left
(west)
Use of Knowledge
* Observe
* Decision making
* Sequencing
* Compare
* Classify
Assessment
Timeline
* Student explanations
* Teacher observation
* Journal (pictures)
1-2 Weeks
(On going)
Syracuse City School District
Elementary Science
Kindergarten
Essential Question: How do air, water, and land interact?
Benchmark
II.1
II.2
Declarative Knowledge:
To Know
* Factors that affect
weather
* Precipitation takes the
form of rain, sleet, and
snow
* Temperature affects
weather
* Effects of air, water, and
natural disasters on
living things
Vocabulary
temperature rain
soil
sleet
hot
snow
cold
clouds
wet
dry
rocks
pebbles
sand
wind
magnifying glass
Procedural Knowledge:
To Do
* Observe and chart
thermometer readings
* Match clothing to
weather
* Match activities to
weather
* Listen to stories about
weather and explain
effects
* Use flannel board with
weather conditions and
appropriate clothes
* Categorize by hot/cold
* Categorize by wet/dry
* Name and explain basic
forms of precipitation
* Identify effects of wind,
storms, tornadoes, fires,
earthquakes and floods
* Discuss stories (personal
or fictional) where
people are affected by
the above natural
disasters
* Explain how they can
remain safe during
natural disasters
Use of Knowledge
Assessment
Timeline
* Observe
* Decision making
* Sequencing
* Classify
* Compare
* Teacher
observation
of student dress for
weather conditions
* Journal (pictures)
2-3 Weeks
(On going)
* Observation
* Classify
* Compare
* Teacher
observation
* Explanations of
student safety
* Demonstration of
stop, drop, and roll
and other safety
precautions for
related disasters
Syracuse City School District
Elementary Science
Kindergarten
Essential Question: How can matter be described?
Benchmark
III.1
III.2
Declarative Knowledge:
To Know
* Matter has properties
* Objects can be sorted or
classified according to
their properties
* Measurement with
standard/ non-standard
units
Procedural Knowledge:
To Do
* Observe and compare an
object with one’s eye and
magnifying glasses
* Classify objects by color,
hardness, weight, size
* Sort objects by shape,
temperatures, texture
* Classify by height and
width
* Chart graduated sizes
* Classify wet/dry
* Classify heavy/light
* Observe measurement
with standard and nonstandard units
* Sort objects by sink/float
* Use and observe rulers,
thermometers, balances,
magnets, and graduated
cylinders
* Identify and draw the
properties of an object
*Changes in the properties * Observe snow melting
or materials of objects * Freeze water
can be observed and * Bake something
described
Vocabulary
hard
soft
Use of Knowledge
Assessment
Timeline
* Observe
* Classify
* Compare
* Seriate
* Teacher
3-5 Weeks
observation of
(On going)
classifications and
sorts
* Select an object
and explain its
properties
* Use the properties
of several objects to
predict sink or float
* Experimental inquiry
* Problem solving
* Classifying
* Comparing
*Teacher observation
* Student
demonstration
heavy
light
shape
color
wet
dry
big
little
temperature cold
hot
tall
short
taller
thin
fat
fatter
sink
float
ruler
balances
magnet
cylinder
thermometer
shadow
magnifying glasses
Syracuse City School District
Elementary Science
Kindergarten
Essential Question: How does energy change things?
Benchmark
IV.1
Declarative Knowledge:
To Know
* Sun provides heat and
light
* Vibrating objects
produce sounds
* Heat can be released and
used in many ways
* Interactions with forms
of energy can be helpful
or harmful
Vocabulary
heat
light
melt
evaporate
vibrate
electricity
plugs
Procedural Knowledge:
To Do
* Observe and explain
effects of the sun’s heat
* Observe and comment
on ice melting
* Observe water
evaporating
* Play simple string
instruments
* Experiment with strings
and wires held tightly
* Bake and observe the
changes with heat over
time
* Make play dough
* Identify and explain how
electricity can be
dangerous (hot stove,
plugs)
* Identify and classify
hot/cold
* Recognize and identify
objects that vibrate to
produce sound
Use of Knowledge
* Observe
* Classify
* Compare
* Decision making
Assessment
Timeline
* Teacher
2-3 Weeks
observation
* Student explanation
and demonstration
with string
instruments
* Student
explanations of
melting,
evaporating, etc.
* Performance
assessment
Syracuse City School District
Elementary Science
Kindergarten
Essential Question: How do energy and matter interact to create change in motion?
Benchmark
V.1
V.2
Declarative Knowledge:
To Know
* The position of an object can
be described by locating it
relative to another object or
the background
* Position or direction of an
object can be changed
* Magnetism is a force that may
attract or repel materials
* Forces of gravity and
magnetism can affect objects
through liquids and solids
Vocabulary
magnet
repel
solid
pull
in back of
under
on top of
over
around
forward
top
bottom
attract
liquid
push
in
out of
by
next to
under
in front of
backward
middle
Procedural Knowledge:
To Do
* Places objects in, under, by, on
top of, next to, over, under
* Describes the position of
objects
* Demonstrates pushing and
pulling
* Describes motion
* Distinguishes between forward
and backward
* Sorts objects that are and
aren’t attracted to magnets
* Experiments with magnets
* Manipulates magnets with
different materials
* Manipulate objects
* Observe
* Comment while manipulating
objects
Use of Knowledge
* Observe
* Classify
* Compare
* Experimental inquiry
Assessment
* Teacher observation
* Performance
assessment
* Demonstrate and
explain how energy
causes motion (i.e., toy
car)
* show and explain how
a magnet affects five
items
Timeline
2-4 Weeks
(On going)
Syracuse City School District
Elementary Science
Grades Pre-K – 4
Scientific Inquiry/Mathematical Analysis
Essential Question: What do I need to know? How can I find out?
Benchmark
I.1
II.1
Declarative Knowledge:
To Know
* Formatting of questions
who, what, where, when,
why
* Tools to record
observations
- graphs
- charts
- drawings and labeling
- narratives
* Recognize similarities
and differences
* Roles of cooperative
groups
- facilitator
- materials manager
- observer
- recorder
Procedural Knowledge:
To Do
* Develop and answer
appropriate questions to
seek greater
understanding of
observed objects and
events
* Record observations and
develop relationships
- graphs
- charts
- drawing & labeling
- narratives
* Compare and contrast
personal observations
with others
* Work in cooperative
groups
* Scientific tools used for
measuring
- thermometer
- beakers, cups, etc.
- linear measurement
- scales
- time
* Sequence of events of
the plan
* Create, share and carry
out plans for explaining
phenomena. Indicate
- materials
- procedure
- data collection
through observation and
use
of simple measurement
tools
Use of Knowledge
* Compare
* Classify
* Experimental inquiry
* Investigation
* Invention
* Problem solving
* Inductive reasoning
* Deductive reasoning
* Constructing support
* Comparison
* Classification
* Experimental inquiry
* Projective
investigation
* Invention
* Problem solving
* Induction
* Deduction
* Constructing support
Assessment
* Teacher
observation
* Performance
assessment
* Teacher made/or
program
assessment
* Records
* Graphs
* Charts
* Labs
Timeline
On going
407
Benchmark
III.1
Declarative Knowledge:
To Know
* The format of graphic
organizers
* Inferences gained from
data collection
- patterns
- sequences
* Oral presentation skills,
listening skills
* Editing and revising
Vocabulary
observe
label
graph
facilitator
recorder
compare
contrast
procedure
data
predict
conclusion
hypothesis
edit
revise
diagram
materials
materials manager
Procedural Knowledge:
To Do
* Organize observations
through use of simple
charts and tables
* Develop conclusions
based on interpretation of
data
* Share, listen and
compare findings with
others
* Modify findings if
necessary
* Write observations, data,
conclusions into lab
reports
Use of Knowledge
* Compare
* Classify
* Experimental inquiry
* Ivestigation
* Invention
* Problem solving
* Inductive reasoning
* Deductive reasoning
* Constructing support
Assessment
* Teacher
observation
* Performance
assessment
* Teacher program
assessment
* Records
* Graphs
* Charts
Timeline
On going
Syracuse City School District
Elementary Science
Grades Pre-K – 4
Essential Question: How many? How much? How do you know?
Benchmark
Declarative Knowledge:
Procedural Knowledge:
To Know
To Do
I.1
* Understand appropriate
* Select appropriate
concepts of addition,
operations and apply
subtraction,
mathematical skills
multiplication and
needed to solve problems
division
in the natural world and
in science
experiments/labs
II.1
* The process of inductive * Develop conclusions
and deductive reasoning
based on simple logical
reasoning
III.1
* The correct use of
scientific manipulative
materials
Vocabulary
addition
subtraction
multiplication
division
tool
thermometer
scale
ruler
measurement
* Select appropriate
scientific tool to solve
problems
- thermometer
- scale
- ruler
- microscope
- balance scale
- beaker
- anemometer
- meter stick
Use of Knowledge
* Compare
* Abstract
* Problem solving
* Experimental inquiry
* Inductive reasoning
* Deductive reasoning
* Constructing support
* Abstracting
* Invention
* Experimental inquiry
* Deductive reasoning
* Compare
Assessment
* Teacher
observation
* Performance
assessment
* Teacher model or
program
assessment
* Teacher
observation
* Science labs
Timeline
On going
Syracuse City School District
Elementary Science
Grades Pre-K – 4
Essential Question: How can matter be described?
Benchmark
PS III.1
PS III.2
Declarative Knowledge:
To Know
*Matter has properties
* Objects can be sorted or
classified according to
their properties
* Measurement can be
made with standard and
non-standard units
* Matter can change
Procedural Knowledge:
To Do
* Observe with eyes and
magnifiers
* Understand color hardness,
weight and size
* Match colors
* Categorize hard/soft
* Name colors
* Sort by shape
* Classify by color
* Seriate height
* Classify wet/dry, heavy/light
* Sort objects by sink/float
* Measure with standard and
non-standard units
* Use and observe rulers,
thermometers balances,
magnets and graduated
cylinders
* Participate in baking activities
* Observe snow melting
* Freeze water
* Help make play dough
* Dissolve
Use of
Knowledge
* Observe
* Classify
* Compare
* Induction
Assessment
* Teacher
observation
* Teacher
observation
Timeline
Syracuse City School District
Elementary Science
Grades Pre-K – 4
Essential Question: What makes it work? How can I make it?
Benchmark
I.1-5
Declarative Knowledge:
To Know
* Attributes or features of
given object that could
be modified
* Process of researching
information
* Process of prioritizing
possible solutions
* Process of design,
construction, and model
building
Vocabulary
attribute
feature
research
design
construct
model
solution
efficient
Procedural Knowledge:
To Do
* Identify objects and their
features that could be
improved upon making
them more efficient;
construct model
* Research history behind
the design of an object;
write report
* Brainstorm possible
technical solutions,
evaluate each and select
best choice
* Create age appropriate
design, build and test
model and revise if
necessary
Use of Knowledge
* Decision making
* Investigation
* Experimental inquiry
* Invention
* Problem solving
Assessment
* Performance task
* Reports/charts/
graphs/designs
* Inventions
Timeline
On going